Join Britt Andreatta for an in-depth discussion in this video Bloom's hierarchy of learning and Kolb's learning cycle, part of The Neuroscience of Learning.
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- Okay do you all have something? Alright so let's go on a learning journey. I want to introduce you to my three phase model of how we take learning and really maximize it. So, and it's going to be filled with all kinds of neuroscience goodies that we've learned. The first phase is that you actually learn something. So you take in that information in some way, and you learn it. And then you have to remember it. So if you learned it today, forget it tomorrow it didn't really do much good. But even if you remember it, you ultimately have to do it.
You have to change the behaviors somehow so I'm going to walk you through how to get the most out of all three of these steps, but you got to do all three steps to really bring about change in your own life or if you're trying to cultivate change in others. So let's start with the first step, learn. There's three things I want you to know about learn: that learning happens in levels, that there's a cycle of learning and that focus is super important, so let's talk about that. This is an oldie but goodie, this is Bloom's Hierarchy of Learning. It's a model that has been around for a long time and the reason it's stood the test of time is it accidentally tapped into neuroscience principles before we really knew what they were.
So what Bloom discovered is that all learning is not the same, there's different levels to your learning. So the first level is just that you memorize something. So 2+2 is 4, you can memorize that. Then you can understand it. Oh! Wait I'm doing addition here. I'm actually putting these things together. I get it, I comprehend that. Then there's application, oh I'm going to actually take math and use it to balance a checkbook or I'm going to order supplies for my business. You're now applying it in some kind of real situation. Then these top three are all considered higher order thinking, so you're taking that knowledge and now doing something new with it.
You might be analyzing, you could take math and do statistical analysis on something or run some numbers and figure out averages and stuff like that. You could be creating, you can take math and do something new with it. This is kind of the realm of theoretical math where they're solving unsolvable problems, there's actually such a thing. So you can take math and play with it, do something new with it. And then there's also evaluation, which is where you take math and, or you take whatever it is that you learned and you do some kind of critical evaluation using some criteria to judge it.
So again you might be taking math to evaluate how good something is. I teach leadership a lot, and so one of the things that I teach people is change management. How do you facilitate change in an organization? So I first teach people models of change. We know some things about how people change and how organizations change, I give them that. I want to make sure they actually understood it correctly. And then I want them to be able to apply it. I want them to be able to implement change with a team or a project that they're doing. Then I want them to know if it's not working, gosh there's a problem, it's not flowing as well as I thought, there seems to be an issue and make an adjustment.
And perhaps, the model isn't an exact fit for their context. Maybe they need to tweak that model a little better, combine two models to make something really work. So getting creative, and then finally, once the change is implemented, they're going to need to determine the return on investment for that change. So we're working with all six levels of learning. So that's Bloom, levels of learning, so you got to think about which level are you trying to get to. Then another oldie but goodie is Kolb's Learning Cycle. Again it tapped into neuroscience before we knew it existed.
And it says that there's a perception continuum and that goes from conceptual or abstract and idea a model, to concrete experience. You're actually having an experience with that. And then there's the processing continuum, which means that you may reflect on it or observe somebody else doing it. And then there's active experimentation, that you're playing with it a little bit. And then as a learning designer, what you want to do is walk people around the model so you want to make sure that they have opportunities to do reflection and abstract thinking.
You want to make sure that they get to play with thinking and doing. You want to make sure that they get to play with doing and feeling. And also, feeling and watching. So when you're designing learning, you want to think about did I walk people through all of those opportunities. So again when I teach change, my models of change would live there using with a team or project lives there, recognizing a problem and adjusting lives there innovating and new solution lives there and determining ROI gets back to abstracting it. So these two theorists have some intersections but as a learning designer, these are the things that you kind of think about.